Duggins and Acosta (2018) have also contributed to the debate on reading aloud arguing that this process is effective especially if carried out in conducive environments that are not only important to the development of the child’s skills but also develop a good instructor-child relationship. Additionally, various theoretical constructs have been formulated to help understand the wider concept of reading aloud. The propositions of Philip Auslander in his theory of live and mediated performance, communication constructivism, and the mediatization theory point towards attempts to outline the difference between live and recorded performances. Auslander (2008) acknowledges the position of traditional live performances in creating a magical experience for the audience to create long-lasting memories. The theatrical experience alluded by Auslander (2008) is likened to a typical children audience, where an instructor is presumed to take the position of a stage actor. However, Auslander (2008) also explores the position of the technologically mediated performance, noting the position of technology and recorded performances.